Selecting appropriate normative data for the purpose of evaluating psychometric test scores forms an integral part of the interpretative psychological assessment process. This highlights the well-known problem of utilising measures developed in the United Kingdom (UK), or the United States (US) and accepting their norms unreservedly for the practice on local populations, which questions the tests’ validity and reliability. The current study, which aimed to collect normative indicators on the Bender Gestalt Test (Second Edition), forms part of the continuing effort to develop norms for psychological tests in South Africa, and to focus on the valid and reliable use of measures within the context of South Africa’s multicultural and multilingual population groups. The participants of the research were Black isiXhosa-speaking Grade 3 and Grade 7 learners aged 8 to 9 years (N = 38 ), and 12 to 13 years (N = 23), obtaining their school education in the disadvantaged educational setting of the former Department of Education and Training (ex-DET) schools. The tests were scored according to the Bender Gestalt Test (Second Edition) manual, using the Global Scoring System. Thereafter, the raw scores were converted to Standard Scores, T-scores and Percentile Ranks using the US normative tables, according to chronological age categories. When the two groups were compared to the US norms, the results equated favourably for the present study sample. There were no significant findings in relation to the classroom size or any difference in performance between the schools who participated. The only significant difference revealed between male and female participants was with the Grade 7 sample group, where the males scored significantly lower than females on the Recall phase. These results support the prospect of the continuous revision of norms, and it is suggesting that the cognitive processes measured by this test are likely to derive from robust neurological substrates that are relatively stable across cultural groups.

Since the introduction of the Griffiths Scales of Mental Development (Griffiths Scales) in the United Kingdom (1950) and South Africa (1977) they have become widely used and researched, both at a national and international level. Studies completed in South Africa have demonstrated the invaluable role the Griffiths Scales have fulfilled in the assessment of South African children of all cultural and socio-economic groups. However, research has indicated a need for the revision of the scales specifically relating to social and cultural factors that influence performance. The aim of this study was two-fold , namely: (i) to revise the 20 small pictures and the large picture of the Hearing and Speech Scale of the Griffiths Scales, making them more culturally relevant for the children of our contemporary world, and especially in South Africa; and (ii) to describe the performance of South African children, between 60 and 83 months of age, utilizing the revised pictures. For the qualitative component of the study a questionnaire pertaining to the small and large “Experimental pictures” was completed by the participants. The participants consisted of the executive committee members of the ARICD in the United Kingdom. Additionally 17 “expert “ Griffith's users and “lay-experts” working in early childhood development throughout South Africa, were included. Their responses were content analyzed and incorporated into the Experimental pictures. This resulted in the development of the Revised Griffiths pictures. The quantitative component of the study utilized two sample pools. Sample 1 (n=204) and Sample 2 (n=180) were comprised of pre-school children aged between 60 and 83 months. Sample 1 was utilized for the 20 small revised pictures and the large revised SA picture, while sample 2 was utilized for the 20 small revised pictures and the large revised United Kingdom/ European/Australian picture. Furthermore, both samples, consisted of children from all cultural, socio-economic, language, and gender groups. x The major findings of the present study were as follows: 1. Referring to sample 1, only the White and Indian pre-schoolers correctly identified a mean number of small pictures above that which was proposed by Griffiths (1960). The Coloured pre-schoolers almost identified Griffiths (1960) proposed number. 2. Referring to sample 2, all excepting the Black pre-schoolers correctly identified Griffiths’ (1960) proposed mean of small pictures. 3. All children from sample 1 and sample 2 were able to identify more stimuli from the large revised pictures, than was proposed by Griffiths (1960). 4. All four cultural groups from samples 1 and 2, elicited a mean number of descriptive words below Griffiths’ (1960) proposed criteria. 5. White pre-schoolers from sample 1 elicited a mean number of descriptive sentences above Griffiths’ (1960) proposed criteria. 6. White and Coloured pre-schoolers from sample 2 elicited a mean number of descriptive sentences above Griffiths’ (1960) proposed criteria. 7. All four cultural groups from sample 1 and sample 2, elicited a mean number of personal or possessive pronouns below Griffith's (1960) proposed criteria. 8. A general trend noted for the four cultural groups of both samples, was that the percentage of children who passed successive age-appropriate items, did not decrease stepwise as would be expected from the placement of items in order of difficulty. In view of the latter finding, it is recommended that for South African children the placement of the items for the small and large pictures of the Hearing and Speech Scale should be revised in terms of their order of difficulty. It is furthermore recommended that separate norms for South African children be established for the Hearing and Speech Scale

Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.

This study, focused on child mental development, has aimed to contribute and provide valuable information to a larger research project that is currently under way to create a set of norms for a South African population on the GMDS-ER. The primary aim of the study was to explore and describe the developmental profile of children from a low socio-economic status, aged between 3 and 8 years 4 months old, on the Griffiths Mental Development Scales- Extended Revised (GMDS-ER). The purpose of the study was to generate information on low socio-economic status and child mental development. A quantitative, exploratory-descriptive research design was employed. The participants were selected through a non-probability, purposive sampling procedure. Information was collated using clinical observations, biographical data, as well as the results of an assessment on the Griffiths Mental Development Scales Extended-Revised. The data were analysed using descriptive statistical tables[PJS1].

Child assessment has become imperative today as parents and teachers recognize the need for early diagnostic assessments to adequately cater for children’s’ diverse and growing needs so that children can benefit from services and attention in a psychological or educational setting. The Griffiths Mental Development Scales, an established and well-researched instrument is reported to be one of the most carefully designed measures of child development . Studies in various parts of the world have demonstrated that the Griffiths Scales are applicable to diverse populations and that they tap experiences that are common to different cultures. The recent revision and restandardisation of the Griffiths Mental Developmental Scales-Extended Revised (GMDS-ER) has necessitated investigations into its psychometric properties. In view of the important role that assessment measures play in the early identification of developmental delays, it is important that assessment measures are reliable and valid for their intended purpose(s). This study, which is part of a larger research project, attempted to explore and add further evidence of the construct validity of one of the six Subscales of the GMDS-ER, namely the Personal-Social Subscale (Subscale B). An exploratory-descriptive design using a triangulation approach was utilized to explore the construct validity of the Personal-Social Subscale. A nonprobability purposively selected sample of 18 experts working with children participated in the facet analysis to identify the constructs underlying Subscale B (the qualitative aspect of the study). The sample for the quantitative aspects of this study (i.e., the empirical validation of the identified constructs) was collected as part of the broader restandardisation and represented a stratified random sample of 1026 children between the ages of 3 and 8 years from across the United Kingdom and Eire. Three measures, namely a biographical questionnaire, the GMDS-ER and a construct evaluation form were used to gather the qualitative and quantitative data. The qualitative data was analysed by means of facet analysis and literature control. The quantitative data was analysed by using exploratory common factor analysis using oblique (DQUART) rotation to empirically verify the qualitatively identified construct model by specifying a onefactor solution for each underlying construct.

On t.p.: Degree of Masters of Science (Counselling Psychology) / Thesis (MSc)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: During middle childhood, cognitive, social, emotional and self-concept development is of importance, and prepares the child for the adaptation and challenges awaiting the child in adolescence. Visualmotor integration is described by various sources as playing an important role in the development of a child. Visual-motor integration is the child's ability to integrate visual perceptual skills with fine motor coordination. In order to assess visual-motor integration functioning, the Developmental Test of Visual- Motor Integration (VMJ) (Beery, 1989) is often applied. Considering visual-motor integration functioning as an integral part of the drawing task (Harris, 1963), the Goodenough-Harris Drawing Test (GHD) may also convey important information ofa child's visual-motor integration functioning. The primary aim of the present study was to determine the status of visual-motor integration functioning of the selected group of middle childhood children within the South African context, in order to identify possible delays. Visual-motor integration functioning was determined by the children's performance on GHD and the VMI. Academic achievement results were also reviewed to determine the chosen sample's status in this regard. The obtained results were analyzed and summarized in order to obtain information leading to the fulfillment of the primary aim. The secondary aim of the present study flows parallel to the primary aim, and was motivated by the need to discover an effective, child-friendly measurement tool of visual-motor integration, applicable at a young age, as to gain accurate knowledge of a child's visual-motor integration functioning. The secondary aim consisted of exploring a) the correlations (if any) between the results of the Goodenough-Harris Drawing Test (GHD) and the biographical variables of gender, chronological age and socioeconomic status, b) the correlations (if any) between the results of the Beery Developmental test of Visual-Motor Integration (VMI) and the above-mentioned variables, c) the correlations (if any) between academic achievement and the above-mentioned variables and test results, and d) the correlations (if any) between the VMI and GHD results, in order to compare different tests of visual-motor integration. Three hundred and thirty nine participants attending grade one to four in a specific primary school, took part in this study. The study resulted in various conclusions regarding the status of visual-motor integration functioning, the most relevant being that the selected sample presents with functioning levels lower than that which is expected for children their age, in their achievement on both the VMI and the GHD, implying possible visual-motor integration functioning challenges. This finding implies the need to implement effective intervention programmes in order to address this seemingly evident delay. Conclusions regarding the vanous relationships between the test results and certain biographical variables include the following: It was found that the relationship between socioeconomic status and childhood development, as reflected by the correlation between socioeconomic status and the GHD, seems very important in the South African context. When considering gender differences, females achieved lower scores on both tests applied in the present study than males. Chronological age correlated significantly with scores on the VMI. It was further shown that visual-motor integration functioning could have a significant impact on academic achievement. The VMI and GHD results were compared, in order to compare different tests of visual-motor integration. High scores on the GHD related significantly to high scores on the VMI. Although the present study was unable to confirm the superiority of one test, various considerations were discussed leading to the identification of a child-friendly test of visual-motor integration. The present study highlights the importance of identifying and addressing developmental delays in general, and visualmotor integration functioning in specific, in order to ensure the development of middle childhood children to their complete potential in the South African context. It also underlines the need for effective, child-friendly assessment tools of visual-motor integration that will ensure the effective identification of developmental delays. / AFRIKAANSE OPSOMMING: Gedurende middelkinderjare is kognitiewe-, emosionele- en selfbeeldontwikkeling van belang, omdat dit die kind voorberei vir die verwagte aanpassings en uitdagings tydens adolessensie. Visueelmotoriese integrasie speel 'n sentrale rol in kinderontwikkeling. Visueel-motoriese integrasie word beskryf as die kind se vermoë om visueel-perseptuele vaardighede te integreer met fyn-motoriese koërdinasie, Die VMI (Developmental Test of Visual-Motor Integration, Beery (1989)) word gereeld as meetinstrument gebruik vir visueel-motoriese integrasie. Omdat visueel-motoriese integrasie 'n sentrale deel van 'n kind se tekenvaardighede is, is die GHD (Goodenough-Harris Drawing Test) ook toepaslik om informasie rakende 'n kind se visueel-motoriese integrasie funksionering te bepaal. Die primêre doel van die huidige studie was om die status van visueel-motoriese integrasie funksionering van 'n gekose groep kinders in die middelkinderjare binne die Suid-Afrikaanse konteks, te bepaal. Hierdie doel is bereik deur die toepassing van die VMI en die GHD. Akademiese resultate is verder in ag geneem. Die analisering van die finale resultate en data het gelei tot belangrike afleidings rakende die status van die geselekteerde steekproef. Die sekondêre doel was gemotiveer deur die behoefte om 'n effektiewe, kindervriendelike meetinstrument van visueel-motoriese integrasie te identifiseer, wat toepaslik is op 'n jong ouderdom, en akkurate kennis rakende 'n kind se visueel-motoriese integrasie funksionering tot gevolg het. Om die sekondêre doel aan te spreek, is die volgende ondersoek: a) die korrelasies (indien enige) tussen die resultate van die GHD en sekere biografiese veranderlikes, naamlik geslag, chronologiese ouderdom en sosio-ekonomiese status; b) die korrelasies (indien enige) tussen die resultate van die VMI en die bogenoemde biografiese veranderlikes; c) die korrelasies (indien enige) tussen akademiese resultate en die bogenoemde veranderlikes en toets resultate; en d) die korrelasies (indien enige) tussen die GHD en die VMI resultate, ten einde verskillende toetse van visueel-motoriese integrasie te vergelyk. Die huidige studie dui op vele gevolgtrekkings rakende die status van visueel-motoriese integrasie funksionering in die geselekteerde steekproef; die mees relevante dat die steekproef funksioneer op 'n vlak wat laer is as dit wat verwag word vir kinders van hulouderdom. Hierdie gevolgtrekking is gebaseer op die resultate van beide die GHD en die VMI, en impliseer moontlike visueel-motoriese integrasie agterstande. Hierdie bevinding dui op 'n behoefte vir effektiewe intervensie programme wat hierdie oënskynlike agterstande sal aanspreek. Gevolgtrekkings rakende die vele verwantskappe tussen die toetsresultate en sekere biografiese veranderlikes, sluit die volgende in: kinderfunksionering, soos gereflekteer deur die resultate van die GHD, is beduidend verwant aan sosio-ekonomiese status. Hierdie verskynsel blyk belangrik te wees in die Suid-Afrikaanse konteks. Met in agneming van geslagsverskille, het vroulike deelnemers beduidend swakker resultate in beide die GHD en die VMI as manlike deelnemers getoon. Chronologiese ouderdom het beduidend met VMI resultate gekorreleer. Laastens het dit ook gevolg dat visueel-motoriese integrasie, soos reflekteer deur die resultate van beide die VMI en die GHD, 'n beduidende verwantskap tot akademiese funksionering toon. 'n Vergelyking tussen die resultate van die VMI en die GHD het gelei tot die gevolgtrekking dat hierdie twee toetse beduidend positief verwant is. Hoë tellings op die GHD het verband gehou met hoë tellings op die VMI. Alhoewel die resultate van die huidige studie nie die superioriteit van die gebruik van die een toets bo die van die ander kon bevestig nie, is verskeie oorwegings verder bespreek wat in ag geneem behoort te word tydens die seleksie van 'n kindervriendelike meetinstrument van visueelmotoriese integrasie. Die huidige studie is van waarde in die beklemtoning van die belangrikheid om ontwikkelingsagterstande in die algemeen, en spesifiek in visueel-motoriese integrasie funksionering, spoedig te identifiseer en aan te spreek. Die uitvoering hiervan mag 'n bydra lewer tot die ontwikkeling van kinders se potensiaal in die Suid-Afrikaanse konteks. Die studie beklemtoon verder die belangrikheid van effektiewe, kindervriendelike meetinstrumente van visueel-motoriese integrasie, wat die identifisering van hierdie ontwikkelingsagterstande sal verseker.

The purpose of this study was to determine the test-retest reliability of the Revised Conners' Parent Rating Scale. The Conners' Parent Rating Scale (CPRS-48) was administered to 59 elementary school children between the ages of 5 and 10 years. After a period of two weeks, the same children were re-tested with the CPRS-48. The results of this research lend support to the integrity of the test-retest reliability of the CPRS-48. The need for further psychometric studies on the Conners' Scales is noted.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Title from title page of PDF (University of Missouri--St. Louis, viewed February 10, 2010). Includes bibliographical references (p. 87-94).

This study investigated cultural bias in the 46 Verbal items of the McCarthy Scales of Children's Abilities (MSCA). Two separate approaches to the examination of item bias were utilized. The first approach examined item bias empirically by comparing performance differences in terms of correct item responses given by examinees from Anglo and Mexican-American cultures. The second approach addressed the issue of face validity by obtaining the opinion of Anglo-American (AA) and Mexican-American (MA) judges regarding their perception of item bias for AA and MA examinees. The two criteria used to judge item bias were examinee opportunity to learn item content and examinee familiarity with the language used in the items. The Verbal items of the McCarthy Scales were administered to 59 Anglo-American and 59 Mexican-American examinees matched for age and sex. Ability differences were controlled by generating common ability intervals for both groups based on overall Verbal scale score. The obtained data was tested utilizing procedures for the analysis of contingency tables. Two statistical analyses applied to the data were Scheuneman's modified chi-square and the log-linear technique using the likelihood ratio chi-square statistic. Statistically significant performance differences between the two groups, identified by both analyses, were found for only two items of the Word Knowledge II subtest which measures vocabulary comprehension. The differences in perception of the two groups of judges in terms of opportunity to learn item content and familiarity with item language across AA and MA examinees was examined. The obtained ratings of item bias were tested with the chi-square statistic. Significant differences in ratings of two groups of judges on the opportunity to learn dimension were found for 16 items. It was revealed that more AA judges perceived 14 of these items to be fair for both groups of examinees in terms of opportunity to learn, while more MA judges perceived the AA child as having more opportunity to learn the content of these items. However for two of the 16 items the statistically significant difference between the two groups reflected the perception of MA judges that bias favored the MA examinees. There was a high degree of agreement between the two groups of judges in their rating on the familiarity dimension, with both groups indicating more familiarity with item language for AA subjects for most items. Significant differences in the ratings of the two groups were identified for four items. These items were from the Word Knowledge and Verbal Memory subtests. For three of these items the obtained data indicated that the greater number of MA judges perceived these items as favoring AA subjects. For the remaining item the results pointed out that more MA judges perceived that MA subjects seemed to have greater familiarity with the item language as compared with their Anglo counterpart. There was no discernible pattern of judgment in terms of item difficulty, with easier items perceived as more biased than more difficult ones in some cases. Judge responses appear more related to specific item content than level of difficulty or verbal complexity. The findings from both studies led to the conclusion that the majority of the verbal items in the McCarthy Scales seemed to be fair for Anglo and Mexican-American subjects. Implications of these findings were discussed and recommendations were made for future studies intended to examine item bias.